‘NOA has only got the benefits and the outcomes of children in mind’: How Sherdley Primary uses NFER Online Assessments to support inclusion
With a wide range of needs and backgrounds across the school, inclusion is a priority for Sherdley Primary. Matt Davies, Assistant Head, explains how inclusion and engagement have been significantly strengthened through their use of NFER Online Assessments (NOA).
Having already used NFER paper tests successfully, the school was keen to explore whether moving online could reduce the manual effort of data analysis, allowing teachers to focus on planning and delivering effective lessons with trusted data.
Improving engagement while maintaining outcomes
Initially, leaders took a cautious approach, piloting online assessments alongside paper tests in Years 3 and 4 to ensure reliability.
'We wanted to dip our toe, because we were unsure whether the differences would be telling in our results.’
Initial concerns have been allayed as the results remain aligned with expectations from paper testing, and confidence quickly grew, particularly when witnessing the positive impact on engagement for neurodivergent children.
A more engaging and accessible pupil experience
For Sherdley, the most transformative impact of online assessment has been its ability to support a wider range of learners.
‘The inclusion aspect has been a big thing for us – we’ve really seen the effect that’s had.’
Online assessments have enabled pupils who previously struggled with traditional testing formats to engage more fully and demonstrate their understanding. This has been particularly impactful for neurodivergent pupils and those with additional needs, who may find paper-based assessments overwhelming.
‘Pupils who are really reluctant to sit assessments normally are now so much more engaged – and we are getting reliable tests and data from them that we weren't getting otherwise.’
Reducing barriers
For children who find paper assessments challenging, engagement has improved notably since moving online.
Matt highlights that the structure of online assessments helps reduce cognitive load and remove barriers to demonstrating understanding.
The format of the reading tests in particular has helped Sherdley’s pupils:
‘Consolidating it into one screen makes it easy to read and access. It reduces where you have to look and what you have to do to find the information you need.’
Saving time and supporting teachers
Alongside the inclusion benefits, NOA has significantly reduced teacher workload, particularly around marking and analysis.
'Anything that will support teacher workload is really valuable – it’s really, really positive.’
Instant access to detailed analysis allows teachers to respond more quickly to pupil needs.
‘It’s done instantly – you’ve got all that information at your fingertips.’
This enables staff to focus on teaching and addressing gaps, rather than spending time processing data.
‘Teachers can get the information they need from the assessments without having to put the same level of time into it, so they can direct their time more effectively and put their efforts where they need to be. It just means that we can do what we need to do more effectively.’
Advice for other schools
Sherdley Primary encourages schools to consider online assessment in terms of both pupil outcomes and staff capacity.
‘If we want better outcomes, it’s about giving our teachers the maximum amount of resources to do that job.’
‘NOA has only got the benefits and the outcomes of children in mind.’
By adopting NFER Online Assessments, Sherdley Primary has created a more inclusive, accessible assessment environment – one that improves engagement, reduces barriers and enables all pupils to demonstrate what they can do.
Find out more
Visit the NFER Online Assessments page for more information on using NOA in your school or MAT.